few_shots: Example:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Mathematical concept/skill options: 
A. Prove and apply trigonometric identities.
B. Model periodic phenomena with trigonometric functions.
C. Interpret functions that arise in applications in terms of the context.
D. Build a function that models a relationship between two quantities.
E. Define, evaluate, and compare functions.
F. Use functions to model relationships between quantities.
G. Understand the concept of a function and use function notation.
H. Analyze functions using different representations.
I. Extend the domain of trigonometric functions using the unit circle.
J. Interpret expressions for functions in terms of the situation they model.
K. Build new functions from existing functions.
L. Construct and compare linear and exponential models and solve problems.


Thought: This problem applies trigonometric identities, including the angle addition formula for cosine.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001894

HS
options: Understand congruence and similarity using physical models, transparencies, or geometry software.

Visualize relationships between two-dimensional and three-dimensional objects.

Prove geometric theorems.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Explain volume formulas and use them to solve problems.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Apply geometric concepts in modeling situations.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Apply trigonometry to general triangles.

Translate between the geometric description and the equation for a conic section.

Make geometric constructions.

Understand congruence in terms of rigid motions.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Understand and apply theorems about circles.

Define trigonometric ratios and solve problems involving right triangles.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Experiment with transformations in the plane.

Analyze, compare, create, and compose shapes.

Solve real-world and mathematical problems involving area, surface area, and volume.

Reason with shapes and their attributes.

Understand similarity in terms of similarity transformations.

Prove theorems involving similarity.

Understand and apply the Pythagorean Theorem.

Use coordinates to prove simple geometric theorems algebraically.

Classify two-dimensional figures into categories based on their properties.

Find arc lengths and areas of sectors of circles.
problem_activity: Activity
The purpose of this activity is to give students opportunities to find the volumes of some cylinders. By finding the area of the base before finding the volume, students are encouraged to compute the volume by multiplying the area of its base by its height. This way of thinking about volume might be more intuitive for students than the formula
\(V=\pi r^2 h\)
. Notice students who plug the radius into a formula for the volume and students who find the area of the base and multiply that by the cylinder’s height.
The second problem of this activity focuses on exploring cylinders in a context. Generally, the volume of a container is the amount of space inside, but in this context, that also signifies the amount of material that fits into the space. Students are not asked to find the area of the base of the silo. Notice students that find the area before computing the volume and those that use the volume formula and solve for it directly. Notice at what step in the computations students approximate
\(\pi\)
.
When working with problems in a given context, it is sometimes convenient or practical to use an approximation of
\(\pi\)
. An example of this is given in the question regarding the volume of a grain silo and interpretations of the answer.
Launch
Provide access to colored pencils to shade the cylinder’s base. Give students 5–6 minutes of quiet work time followed by a whole-class discussion.
Representation: Internalize Comprehension.
Provide appropriate reading accommodations and supports to ensure students access to written directions, word problems and other text-based content.
Supports accessibility for: Language; Conceptual processing
Student Facing
Here is a cylinder with height 4 units and diameter 10 units.
[IMG]
Shade the cylinder’s base.
What is the area of the cylinder’s base? Express your answer in terms of
\(\pi\)
.
What is the volume of this cylinder? Express your answer in terms of
\(\pi\)
.
A silo is a cylindrical container that is used on farms to hold large amounts of goods, such as grain. On a particular farm, a silo has a height of 18 feet and diameter of 6 feet. Make a sketch of this silo and label its height and radius. How many cubic feet of grain can this silo hold? Use 3.14 as an approximation for
\(\pi\)
.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
One way to construct a cylinder is to take a rectangle (for example, a piece of paper), curl two opposite edges together, and glue them in place.
Which would give the cylinder with the greater volume: Gluing the two dashed edges together, or gluing the two solid edges together?
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students might use the silo’s diameter instead of the radius to find the volume. Remind them of the formula for area of a circle and the discussion about diameter and radius earlier in this lesson.
Activity Synthesis
The goal of this discussion is to ensure students understand how to use the area of the cylinder’s base to calculate its volume. Consider asking the following questions:
“How does knowing the area of a circular base help determine the volume of a cylinder?” (The volume is this area multiplied by the height of the cylinder.)
“If the cylinder were on its side, how do you know which measurements to use for the volume?” (Since we need area of the base first, the radius or diameter of the circle will always be the measurement used for
\(r\)
, and the height is always the distance between the bases, or the measurement perpendicular to the bases. It doesn’t matter which direction the cylinder is turned.)
“When is it better to use approximations of pi instead of leaving it exact?” (Approximating pi helps us interpret an answer that has pi as a factor, like the area of a circular region or the volume of a cylindrical container.)
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. For each response that is shared, ask students to restate and/or revoice what they heard using mathematical language. Consider providing students time to restate what they hear to a partner, before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking. Call students' attention to any words or phrases that helped to clarify the original statement.This will help students produce and make sense of the language needed to communicate about different strategies for calculating volume of cylinders.
Design Principle(s): Support sense-making; Optimize output (for explanation)


correct_option_index: 5